Experience and Education |
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Page 13
... effect of arresting or distorting the growth of further experience . An experience may be such as to engender cal- lousness ; it may produce lack of sensitivity and of responsiveness . Then the possibilities of hav- ing richer ...
... effect of arresting or distorting the growth of further experience . An experience may be such as to engender cal- lousness ; it may produce lack of sensitivity and of responsiveness . Then the possibilities of hav- ing richer ...
Page 30
... case , the quality of the present experience influences the way in which the principle applies . We speak of spoiling a child and of the spoilt child . The effect of over- indulging a child is a continuing one . It sets 30.
... case , the quality of the present experience influences the way in which the principle applies . We speak of spoiling a child and of the spoilt child . The effect of over- indulging a child is a continuing one . It sets 30.
Page 112
... effect . Conse- quently , whatever the level of experience , we have no choice but either to operate in accord with the pattern it provides or else to neglect the place of intelligence in the development and control of a living and ...
... effect . Conse- quently , whatever the level of experience , we have no choice but either to operate in accord with the pattern it provides or else to neglect the place of intelligence in the development and control of a living and ...
Contents
THE NEED OF A THEORY OF EX PERIENCE | 12 |
CRITERIA OF EXPERIENCE | 23 |
SOCIAL CONTROL | 53 |
Copyright | |
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acquaintance action activity actual adult ancient Greece attitudes based upon experience become capacities cation child cial conduct consequences continuity of experience Dewey direction ditional educa education based effect Either-Or ence environment execution existing Experience and Education factor facts and ideas failure formation freedom further experience future growth habit herent human impulse and desire indi individual intel intellectual and moral intelligence interaction involved JOHN DEWEY KAPPA DELTA PI knowledge learner learning life-experience live material matter mature person ment objective conditions observation old education operate ophy organization of subject-matter past perience philos philosophy of education practice present experience principle of continuity progressive education progressive organization progressive schools pupils purpose question relation of means responsibility rules scientific method situations skills social control spect teacher things tion traditional education traditional school treme truancy viduals young